Visually Impaired Resource Guide Reading Grade Eight to Twelve

At this level students are reading more complex material and becoming more critical readers.

The focus of reading at the secondary level is on becoming critical readers while developing comprehension skills and lifelong enjoyment of the written word. At the secondary level the student should be reading the same materials as the sighted student. The student with a visual impairment will find it necessary to use technology to fulfill some of the course requirements. Computers and other technological devices [refer to the Vision Resource Teacher in your area for further information] 1 are available to assist the student with a visual impairment to compose and edit written work. Word recognition and word meanings are skills developed using specialized dictionaries such as a thesaurus.

Some word processing programs also have, thesaurus', dictionaries, spell checking capabilities, and grammar checking capacities. In addition computer software programs on disk and CD ROM can be loaded onto the students computer and used in conjunction with voice or screen enlargement programs [refer to the Vision Resource Teacher in your area for further information].

Talking computers with CD ROM, a scanner, the Internet and a modem facilitate the student with independent research. With this equipment, students with a visual impairment have access to the same information as the sighted student.

Some braille readers find that it takes them longer to read the required materials and therefore use a combination of braille and taped books. These are available from a variety of sources including: PRCVI ( Provincial Resource Center for the Visually Impaired ), CNIB* ( Canadian National Institute for the Blind ) and CRANE Resource Centre *(at UBC ) . Some books are only available in one format. Students may access these sources directly or with assistance from their vision resource teacher.

Many different factors contribute to the appropriateness or inappropriateness of a specific technology for a particular task in a particular situation. Often technology ideal for one task will not be ideal for another. It is important that the student be introduced to a variety of technology so that he or she may learn what works best for them in a variety of situations.

Word Recognition

• Use specialized dictionaries (such as a thesaurus) to locate word meanings

Use available technology when appropriate to assist meeting this learning outcome.

Reading for Information and Enjoyment

• Consciously take steps to reflect on, confirm and refine what has been red (e.g., ask questions, consult other sources, compare with previously learned information)

Use available technology when appropriate to assist meeting this learning outcome.

Increasing Recall and Understanding

• make generalizations about information, characters or themes
• identify patterns of organization
• make predictions and ask questions
• summarize, paraphrase, retell and make judgments about stories or information

Use available technology when appropriate to assist meeting this learning outcome.

Thinking About What Has Been Read

• establish criteria for judging the merit of written work
• recognize the relationship between what is read and what may actually happen in life

Use available technology when appropriate to assist meeting this learning outcome.

Using What Has Been Read

• understand and empathize with others
• examine own attitudes and values and experiment with the ideas presented (e.g., use ideas to develop a piece of writing, art or research)
• connect ideas and information to personal experience,universal themes and global issues
• begin to offer specific opinions about what they read

Use available technology when appropriate to assist meeting this learning outcome.

Research (Using Reading to Find More Information)

• begin to research, record and organize information independently
• combine information from a new source with existing information and interpret tables and graphs

Use available technology when appropriate to assist meeting this learning outcome.

Reading for Lifelong Development

• read widely for pleasure and knowledge
• persist in searching for relevant and accurate information to answer a question or solve a problem
• learn to value the role of written materials in improving the quality of life

Use available technology when appropriate to assist meeting this learning outcome.

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